Annabelle Mielitz, Ulf Kulau, Lucas Bublitz, Anja Bittner, Hendrik Friederichs, Urs-Vito Albrecht
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The subjective and objective achievement of superordinate learning objectives and the objective achievement of subordinate learning objectives of the course, course design, and course importance were evaluated using 5-point Likert scales (1=strongly disagree; 5=strongly agree); reasons for absences were assessed using a multiple-choice format, and comments were collected. The superordinate objectives comprised (1) the understanding of factors driving the implementation of digital medical products and processes, (2) the application of this knowledge to a project, and (3) the empowerment to design such solutions in the future. The subordinate objectives comprised competencies related to the first superordinate objective.</p><p><strong>Results: </strong>In total, 10 undergraduate medical students (male: n=4, 40%; female: n=6, 60%; mean age 21.7, SD 2.1 years) evaluated the course. The superordinate objectives were achieved well to very well-the medians for the objective achievement were 4 (IQR 4-5), 4 (IQR 3-5), and 4 (IQR 4-4) scale units for the first, second, and third objectives, respectively, and the medians for the subjective achievement of the first, second, and third objectives were 4 (IQR 3-4), 4.5 (IQR 3-5), and 4 (IQR 3-5) scale units, respectively. Participants mastered the subordinate objectives, on average, better after the course than before (presurvey median 2.5, IQR 2-3 scale units; postsurvey median 4, IQR 3-4 scale units). The course concept was rated as highly suitable for achieving the superordinate objectives (median 5, IQR 4-5 scale units for the first, second, and third objectives). On average, the students strongly liked the course (median 5, IQR 4-5 scale units) and gained a benefit from it (median 4.5, IQR 4-5 scale units). All students fully agreed that the teaching staff was a strength of the course. The category positive feedback on the course or positive personal experience with the course received the most comments.</p><p><strong>Conclusions: </strong>The course framework shows promise in attaining learning objectives within the realm of digital medicine, notwithstanding the constraint of limited interpretability arising from a small sample size and further limitations. The course concept aligns with insights derived from teaching and learning research and the domain of digital medicine, albeit with identifiable areas for enhancement. A literature review indicates a dearth of publications pertaining to analogous courses in Germany. Future investigations should entail a more exhaustive evaluation of the course. In summary, this course constitutes a valuable contribution to incorporating digital medicine into medical education.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11474112/pdf/","citationCount":"0","resultStr":"{\"title\":\"Teaching Digital Medicine to Undergraduate Medical Students With an Interprofessional and Interdisciplinary Approach: Development and Usability Study.\",\"authors\":\"Annabelle Mielitz, Ulf Kulau, Lucas Bublitz, Anja Bittner, Hendrik Friederichs, Urs-Vito Albrecht\",\"doi\":\"10.2196/56787\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>An integration of digital medicine into medical education can help future physicians shape the digital transformation of medicine.</p><p><strong>Objective: </strong>We aim to describe and evaluate a newly developed course for teaching digital medicine (the Bielefeld model) for the first time.</p><p><strong>Methods: </strong>The course was held with undergraduate medical students at Medical School Ostwestfalen-Lippe at Bielefeld University, Germany, in 2023 and evaluated via pretest-posttest surveys. The subjective and objective achievement of superordinate learning objectives and the objective achievement of subordinate learning objectives of the course, course design, and course importance were evaluated using 5-point Likert scales (1=strongly disagree; 5=strongly agree); reasons for absences were assessed using a multiple-choice format, and comments were collected. The superordinate objectives comprised (1) the understanding of factors driving the implementation of digital medical products and processes, (2) the application of this knowledge to a project, and (3) the empowerment to design such solutions in the future. The subordinate objectives comprised competencies related to the first superordinate objective.</p><p><strong>Results: </strong>In total, 10 undergraduate medical students (male: n=4, 40%; female: n=6, 60%; mean age 21.7, SD 2.1 years) evaluated the course. 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引用次数: 0
摘要
背景:将数字医学融入医学教育可帮助未来的医生塑造医学的数字化转型:首次描述并评估了新开发的数字医学教学课程(比勒费尔德模式):该课程于 2023 年在德国比勒费尔德大学医学院 OWL 为医学本科生开设,并通过事前事中调查进行评估。通过五点李克特量表(1="非常不同意",5="非常同意")、缺席原因多选格式和开放式评论,对课程上层学习目标的主观和客观实现情况、下层学习目标的客观实现情况、课程设计和课程重要性进行了评估。上层目标包括了解推动数字医疗产品和流程实施的因素(1)、将这些知识应用到项目中(2)以及增强未来设计此类解决方案的能力(3)。次级目标包括与第一个上级目标相关的能力:10 名医学本科生(男生 4 人,女生 6 人,平均年龄 21.7 岁,SD:2.1 岁)对课程进行了评价。上位目标完成得较好或很好:第一、第二和第三个目标的客观完成中位数分别为 4 个量表单位(IQR 4-5 su)、4 个量表单位(IQR 3-5 su)和 4 个量表单位(IQR 4-4 su);第一、第二和第三个目标的主观完成中位数分别为 4 个量表单位(IQR 3-4 su)、4.5 个量表单位(IQR 3-5 su)和 4 个量表单位(IQR 3-5 su)。学员在课程结束后对次级目标的掌握情况平均好于课程前(调查前中位数:2.5 su (IQR 2-3 su),调查后中位数:4 su (IQR 3-4 su)):4 su (IQR 3-4 su))。课程理念被评为非常适合实现上级目标(中位数:5 su (IQR 4-5 su)):第一个、第二个和第三个目标的中位数为 5 su(IQR 4-5 su))。平均而言,学生非常喜欢该课程(中位数:5 su (IQR 4-5 su)):5 su (IQR 4-5 su)),并从中受益(中位数:4.5 su (IQR 4-5 su)):4.5 su (IQR 4-5 su))。所有学生都完全同意教学人员是课程的优势。在 "对课程的积极反馈或个人对课程的积极体验 "类别中,学生的评论最多:尽管由于样本量小和其他限制因素,可解释性有限,但该课程框架有望在数字医学领域实现学习目标。该课程框架与教学研究和数字医学领域的研究成果相吻合,但仍有可改进之处。文献综述显示,德国类似课程的相关出版物很少。今后的调查应包括对该课程进行更详尽的评估。总之,该课程为将数字医学纳入医学教育做出了宝贵贡献:
Teaching Digital Medicine to Undergraduate Medical Students With an Interprofessional and Interdisciplinary Approach: Development and Usability Study.
Background: An integration of digital medicine into medical education can help future physicians shape the digital transformation of medicine.
Objective: We aim to describe and evaluate a newly developed course for teaching digital medicine (the Bielefeld model) for the first time.
Methods: The course was held with undergraduate medical students at Medical School Ostwestfalen-Lippe at Bielefeld University, Germany, in 2023 and evaluated via pretest-posttest surveys. The subjective and objective achievement of superordinate learning objectives and the objective achievement of subordinate learning objectives of the course, course design, and course importance were evaluated using 5-point Likert scales (1=strongly disagree; 5=strongly agree); reasons for absences were assessed using a multiple-choice format, and comments were collected. The superordinate objectives comprised (1) the understanding of factors driving the implementation of digital medical products and processes, (2) the application of this knowledge to a project, and (3) the empowerment to design such solutions in the future. The subordinate objectives comprised competencies related to the first superordinate objective.
Results: In total, 10 undergraduate medical students (male: n=4, 40%; female: n=6, 60%; mean age 21.7, SD 2.1 years) evaluated the course. The superordinate objectives were achieved well to very well-the medians for the objective achievement were 4 (IQR 4-5), 4 (IQR 3-5), and 4 (IQR 4-4) scale units for the first, second, and third objectives, respectively, and the medians for the subjective achievement of the first, second, and third objectives were 4 (IQR 3-4), 4.5 (IQR 3-5), and 4 (IQR 3-5) scale units, respectively. Participants mastered the subordinate objectives, on average, better after the course than before (presurvey median 2.5, IQR 2-3 scale units; postsurvey median 4, IQR 3-4 scale units). The course concept was rated as highly suitable for achieving the superordinate objectives (median 5, IQR 4-5 scale units for the first, second, and third objectives). On average, the students strongly liked the course (median 5, IQR 4-5 scale units) and gained a benefit from it (median 4.5, IQR 4-5 scale units). All students fully agreed that the teaching staff was a strength of the course. The category positive feedback on the course or positive personal experience with the course received the most comments.
Conclusions: The course framework shows promise in attaining learning objectives within the realm of digital medicine, notwithstanding the constraint of limited interpretability arising from a small sample size and further limitations. The course concept aligns with insights derived from teaching and learning research and the domain of digital medicine, albeit with identifiable areas for enhancement. A literature review indicates a dearth of publications pertaining to analogous courses in Germany. Future investigations should entail a more exhaustive evaluation of the course. In summary, this course constitutes a valuable contribution to incorporating digital medicine into medical education.